Year 9 Course Guide 2019 - - St Leonard's College

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Year 9 Course Guide 2019 - - St Leonard's College
Year 9
        Course Guide 2019   163 South Road, Brighton East VIC 3187
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Year 9 Course Guide 2019 - - St Leonard's College
2 | St Leonard’s College Year 9 Course Guide 2019

Introduction                                    4

Core Subjects
CUE Program                                      7
English                                          9
Geography                                       10
Head, Heart and Soul                            11
Health and Physical Education                   12
History                                         13
Languages Other Than English                    14
Mathematics                                     16
Science                                         17
Sport                                           18

Elective Subjects
American History – Rise of a Superpower         19
Animation and Photography                       20
Art                                             21
Drama                                           22
Food Science                                    23
Games Creation                                  24
Globalisation                                   25
Literature                                      26
Music: Performance and Styles                   27
Music: Recording, Composing and Performing      28
STEM: Design, Build and Program a Robot         29
Sport Science                                   30
Textiles                                        31
Visual Communication Design                     32
Victorian Certificate of Education Course       33
International Baccalaureate Diploma Programme   35

Front cover
Mia Scasserra, year 9 2018

Welcome to year 9 in 2019. This Course Guide provides details of the subjects
available in 2019 and will be a useful reference in selecting your course of
study for year 9.

This Course Guide provides information about the           from the areas of the arts, health, English and history.
courses offered in year 9 that are common for all          Students should have a balance of areas of study
students. The aims of each core subject are included,      within their choice of elective units. This ensures a
as well as details of the content covered over the         breadth of education and the greatest range of choice
year, the learning and teaching methods used, and          for subjects at years 11 and 12. Students will be
information regarding assessment. It is hoped that this    expected to complete a formal examination in their
guide will stimulate discussion between students and       elective subjects, as well as their core subjects, with
their parents about what is happening in the classroom     the exceptions of Health and Physical Education, and
throughout the year.                                       Head, Heart and Soul.

Curriculum structure                                       In year 10, the elective program expands to include a
Years 9 and 10 can be seen as a two-year sequence.         greater range of humanities and arts subjects, as well
In years 7 and 8 all students are engaged in a common      as incorporating Sports Science and access to a range
core curriculum with limited choice, providing a strong    of VCE units. Languages also become elective subjects
foundation for future studies. At years 11 and 12,         in year 10. More information regarding the details of
students have a very broad range of choice to cater for    the year 10 program can be obtained from the Director
their individual talents, needs and future directions.     of Learning Operations, Robyn Marshall:
It is in years 9 to 10 that students are introduced to
some choice to allow them to pursue areas of interest
or areas in which they have a particular talent. Whilst    Years 9 and 10 provide a foundation for students
there is some choice, there is still the foundation of a   to make an informed choice about their subjects in
common core of subjects.                                   years 11 and 12 and their choice of program: the
                                                           International Baccalaureate Diploma Programme
Of the areas of discipline-based learning, students        (IBDP) or the Victorian Certificate of Education (VCE).
study English, Mathematics, History, Geography,
Science, LOTE, Health and Physical Education, and
Sport within their core. Elective subjects are drawn

4 | St Leonard’s College Year 9 Course Guide 2019
The IBDP is a two-year program in which students take     • Head, Heart and Soul
six subjects over the two years. These subjects must      • Health and Physical Education
include a modern language, a science, and a humanities    • History
subject, along with mathematics and English.              • Languages Other Than English
                                                          • Mathematics
In the VCE program, students choose 22 semester-          • Science
length units over a two-year period, and each unit is     • Sport
assessed using a variety of assessment tasks. Many
of the year 9 and year 10 elective units provide a        Year 10
foundation for later VCE units and students should        • Commerce (1 Semester)
bear this in mind when planning courses.                  • English
                                                          • Health and Physical Education
A summary of the VCE and IBDP subjects offered at St      • History or Geography (1 Semester)
Leonard’s College is given at the back of this            • Mathematics
booklet. If you require information at this stage about   • Science
courses available in years 11 and 12, please contact      • Sport
the Director of Learning Operations or view the course
                                                          Elective subjects
guides on the St Leonard’s College website.
                                                          Year 9
                                                          Students choose two elective subject units from the
 Subject                         Equivalent 80 minute
                                 sessions per fortnight
                                                          • American History – Rise of a Superpower
 English                         6
                                                          • Animation and Photography
 Mathematics                     6
 Science                         6                        • Art

 Geography/History               5                        • Drama
 Languages Other Than            5                        • Food Science
 English                                                  • Games Creation
 Health and Physical             2                        • Globalisation
 Education                                                • Literature
 Sport and Sport Skills          2
                                                          • Music: Performance and Styles
 CUE Program                     1
                                                          • Music: Recording, Composing and Performing
 Head, Heart and Soul            1
                                                          • Sport Science
                                                          • STEM
Core subjects
                                                          • Textiles
The following subjects are compulsory for all students:
                                                          • Visual Communication Design

Year 9
• CUE Program                                             Year 10

• English                                                 Students choose four elective units from the following:

• Geography                                               •   Art

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•   Drama                                                   In considering their elective choices, students should
•   Food Science                                            identify their strengths and weaknesses, their areas of
•   Geography of Conflict                                   interest, and areas which might provide prerequisites
•   History - The Banality of Evil                          for further studies. Having identified these, students
•   History - Big History                                   should speak with their parents and teachers for
•   Literature                                              advice.
•   Mathematics takes you further (S1)
•   Mathematics Proof (S2)
•   Media                                                   Students must choose two semester-length elective
•   Music Performance and Styles                            units for year 9, which will be studied over the course
•   Visual Communication Design                             of the year. While every attempt will be made to
•   Software Engineering                                    provide for the choices made by the students, numbers
•   Sports Science                                          of classes and class sizes may require a second or third
•   Textile Arts                                            preference to be taken. Electives will only run if we
•   What the Health?                                        receive sufficient numbers. Students will be notified
                                                            where an elective they have selected will not run and
LOTE                                                        an alternative subject can be selected.
Taken as a two-unit sequence
• Chinese                                                   Students are encouraged to read the Web Preference
• French                                                    Access Guide and follow its instructions when
• Spanish                                                   completing the online selection. Please also follow the
                                                            instructions for submission by the due date. Elective
Year 11 units                                               choices will be confirmed before the end of 2018.
VCE Units 1 and 2 subjects taken as a two-unit
sequence                                                    Robyn Marshall
                                                            Director of Learning Operations
See Year 10 Course Guide 2019 on the College website
for a list of Unit 1 and 2 subjects available at year 10.

Choosing an elective program
Students should look at years 9 and 10 as a two-
year program and should plan their elective choices
accordingly. Students will not be locked into year 10
choices at this stage, however it is worthwhile to plan
for a two-year program rather than a series of one-off
electives. Students will make choices for year 10 in
term 3 of year 9.

6 | St Leonard’s College Year 9 Course Guide 2019
Core subjects

CUE Program

The CUE experiential learning program takes students          their impact on individuals, local communities and
on an inquiry-based journey both on and off campus.           the global community
The three Domains – Community Service Urban                • encourage students to become more sustainable
Exploration and Environmental Sustainability – immerse        decision makers and people of action
our young people in issues such as trade and economics,    • instill in each student, a positive attitude toward
multiculturalism, immigration, social welfare,                self, the community and their world
conservation, ecotourism, and sustainable living.          • develop in students greater independence and
                                                              the life skills and qualities required to become
In Year 8, the students begin elements of the CUE             independent learners and workers, including the
program, with “CUE Experiences” in the Urban Domain           ability to:
to foster skills that will enhance their Big Experience           –– act responsibly in a variety of settings
                                                                  –– communicate with others
In term 1 of year 9 students participate in a Big                 –– show initiative in managing problems and
Experience, which will broaden elements of the                        new situations
CUE program and applies them to different cultural                –– negotiate with others for successful
experience either overseas or within Australia.                       outcomes
                                                                  –– plan and organise their time to get work
Throughout the year students spend time off campus                    done
engaging in all three domains: Community Service,                 –– adapt to changing circumstances
Urban Exploration and Environmental Sustainability.               –– evaluate their own performance and reflect
They also have a timetabled period a fortnight allocated              on change and personal growth
for reflection and extension of their learning.                   –– effectively make decisions in a variety of
More information on the CUE program and Big                       –– think creatively to solve problems
Experience will be distributed throughout the year.               –– work effectively with others
                                                                  –– effectively use appropriate technology,
Objectives                                                            including information and communications
The CUE program aims to:                                              technology
• engage students in positive learning and social
   experiences beyond the classroom
• provoke inquiry into real world issues, focusing on

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Content                                                     Learning and teaching methods
Community Service: After nominating their                   For the Community and Urban domains, CUE
preferences, students will be allocated a community         experience days are held once a fortnight, timetabled
service organisation, and each fortnight will participate   on a rotating basis. These days involve the student
in the organisation’s programs to understand how it         being off campus for the whole day, working in
serves the community. Students will be responsible          small groups or independently. Field days for the
for travelling to and from their placement to further       Environmental Sustainability domain are completed
develop their independence. The placements currently        during the five day Extended Environmental
offered by the College include nursing homes,               Experience, as well as during scheduled class time.
organisations catering for disabilities, community          Preparing for, reflecting on and extending CUE
based organisations, early learning centers and             experiences are important aspects of the program
primary schools.                                            and form the academic components for teaching and
                                                            learning. A concept-based approach to learning is
Urban Exploration: This domain requires students to         adopted to cater for the specific needs of the activity
reflect upon and investigate what makes a city: how         and the students.
it looks, how it feels, how it acts and how it interacts.
Students negotiate transport, and look into our social      Assessment
welfare system, multicultural nature and economic           Much of the assessment will be formative in nature
drivers, focusing on the development of the city of         involving observation and discussions with the
Melbourne and its northern suburbs. Public transport        students.
will be the main mode of travel and it is expected that     • Participation and involvement in the CUE
students will become competent users of Melbourne’s            Experience Days
public transport system.                                    • Domain-related reflection and extension tasks
                                                            • Big Experience ‘journey.doc’ workbook.
Environmental Sustainability: Whilst investigating the
global issue of sustainability, this domain takes a local   There is no semester examination for CUE.
focus on the themes of protection and conversation,
consumption and waste management, and human
impact and action in order to change behaviours and
attitudes towards the environment. Students will
complete the field-work component of this domain
during the Extended Environmental Experience
(year 9 camp). This will be facilitated by the Outdoor
Education Department along the Great Southwest
Walk in term 3.

8 | St Leonard’s College Year 9 Course Guide 2019
Core subjects


Aims                                                       Reading: Students are encouraged to read widely
The year 9 English course aims to develop students’        in addition to the set texts to develop a love and
ability to:                                                appreciation of literature.
• use the conventions of written English
• write in a variety of styles                             Listening: Activities designed to encourage and
• listen carefully and speak clearly and coherently        enhance courteous and effective listening skills are
• read fluently and with perception                        used throughout the year.
• respond perceptively to different literary and non-
    print genres, including popular culture                Assessment
                                                           •   Written tasks including analytical and creative
Content                                                        responses
Texts form the basis of study in English. In 2017 the      •   Oral work
following texts were studied:                              •   Examination in each semester
• Our Faces, Our Places: This unit focuses on
    Australian and Asian literature, including a
    selection of poetry and short stories
• Of Mice and Men by John Steinbeck
• Romeo and Juliet by William Shakespeare
• English Skills Builder Book 2 will be used throughout
    the year to improve skills in grammar, spelling,
    punctuation and vocabulary

Teaching and learning methods
Speaking: Class discussions, group work, individual
talks, reading aloud, debating, and the Dr Norm Fary
Public Speaking Competition.

Writing: Formal essay techniques, writing within a
time limit in test conditions, and close analysis of key

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Core subjects


The year 9 Geography course has been designed to           Biomes and Food Security
complement the CUE program by making geographical          Students will investigate the distribution and
connections to the program. Geography focuses on           characteristics of biomes including climates, soils,
investigating how people, through their choices and        vegetation and productivity. Environmental, economic
actions, are connected to places throughout the world      and technological factors that influence crop yields in
in a variety of ways, and how these connections help       Australia and across the world will also be discussed.
make and change places and their environments. This        The interconnection between food production and
unit examines the interconnection between people           land and water degradation will be covered including
and places through the products people buy and the         the challenges in feeding the current and projected
effects of their production on the places where they       populations of Australia and the world, and responses
are made. Students examine different biomes and the        to these challenges.
issue of food security globally. Distinctive aspects of
interconnection are also investigated using studies        Geographical Inquiry and Skills
drawn from Australia and across the world.                 A framework for developing students’ geographical
                                                           knowledge, understanding and skills is provided
Content                                                    through the inclusion of inquiry questions and specific
Geography of Interconnection – How do we                   inquiry skills, including the use and interpretation
connect with places?                                       of maps, photographs and other representations of
Students will investigate people and their connections     geographical data.
with places. This will include the way people interact
with places, how we change places and how places           Assessment
change us. The development of Melbourne will be            Students will complete a number of assessment tasks
investigated including its history, CBD, suburbs and       including the end-of-semester examination, tests,
the rural urban fringe. Effects of people’s travel,        research assignments and case studies in Geography.
recreational, cultural or leisure choices on places, and
the implications for the future of these places will be
linked to Big Experience destinations.

10 | St Leonard’s College Year 9 Course Guide 2019
Core subjects

Head, Heart and Soul

Aims                                                         The concepts of religion, opinion, belief and truth are
An ongoing theme over years 7, 8 and 9 is the                also critically examined to assess and understand
philosophy of religion and faith. Students will be           the difference between cultural aspects of religious
encouraged to:                                               practice and the nature of a relationship with God.
• Study and assess the nature and claims of religious
   teachings in relation to God and faith                    Learning and teaching methods
• Examine the difference between the culture                 Each unit is designed to build student knowledge
   of structured religion and issues of faith and            and skills by using teaching and learning activities
   relationship with God                                     designed to meet the inquiry-based method of learning
• Explore the concept of a personal faith                    – investigation, communication and participation.
                                                             Activities will include a variety of interesting tasks
A specific aim for year 9 is for students to gain an         that will be completed either as individual or group
appreciation of the major religions associated with the      submissions. The actual mix of teaching strategies will
Asian countries visited during their Big Experience.         vary from one staff member to the next but the range
                                                             of teaching and learning strategies employed could
Content                                                      include research based work, videos and newspaper/
Students are challenged to carefully consider the            magazine articles, class discussions, worksheets and
nature and claims of religious culture and teachings.        analytical exercises, and drama presentations.
They are encouraged to critically analyse the broader
concepts of religion and faith, and the specific claims      Assessment
of the world’s major religious teachings. It is expected     • Class work – participation in group work, class
that students will incorporate a specific focus on the          discussion and completion of unit work
religions of the countries that they will visit as part of   • Research projects
their Big Experience.
                                                             There is no semester examination for Head, Heart and
Students also explore a range of other topics including      Soul.
religious history, contemporary religious events, a
personal faith journey, spirituality, world current
events, and world religions.

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Core subjects

Health and Physical Education

Aims                                                      Physical Education Content
Students learn to apply health and physical activity      Practical participation in the following units:
information to devise and implement personalised          •   Active for Life (Community)
plans for maintaining healthy and active habits.          •   Invasion Games

They also experience different roles that contribute      •   Net/Wall Games

to successful participation in physical activity, and     •   Active for Life (Recreation)

propose strategies to support the development of
preventive health practices that build and optimise       Learning and teaching methods
community health and wellbeing. The curriculum also       In Health, a variety of teaching and learning methods

provides opportunities for students to refine and         will be employed, including small group discussions,

consolidate personal and social skills in demonstrating   practical work, web-based media, research projects

leadership, teamwork and collaboration in a range of      and educational games. In Physical Education teachers

physical activities.                                      adopt a ‘games sense’ teaching approach, which
                                                          engages students in a variety of minor and modified

Content                                                   games. This is the optimal teaching environment to

In each term, a health concept is explored in two to      develop skill execution, tactical awareness and games

three lessons, with the remaining Health and Physical     play principles.

Education (HPE) lessons devoted to practical PE
classes. Students participate in Sports Skills once per   Assessment
cycle, which links HPE concepts with their ACS sport of   Assessment and reporting is based on a variety of

choice.                                                   assessment rubrics, including:
                                                          • Online Units Tests

Health Content                                            • Classwork and collaboration

Health concepts explored in the following units:          • Participation in practical classes

•   Screen Time and Media                                 • Game sense (decision making, tactical awareness,

•   Youth Health Issues                                       skill execution and game appreciation)

•   Perspectives on Health
•   First Aid Principles                                  There is no semester examination for Health and
                                                          Physical Education.

12 | St Leonard’s College Year 9 Course Guide 2019
Core subjects


The year 9 History course aims to provide students         Assessment
with a broad understanding of the period 1750 to           Assessment for this subject will be based on a range of
1918. This era saw industrialisation and rapid change      the following:
in the ways people lived, worked and thought. It           • Classwork and home learning
was a time of nationalism and imperialism, and the         • Source analyses
colonisation of Australia was part of the expansion of     • Research projects
European power. The period culminated in World             • Essays
War I – the ‘war to end all wars’.                         • Semester examination

Students begin with an overview of the period 1750
to 1918 so that they can appreciate the context of
the core units to be investigated. They look at the
Industrial Revolution and its impact on the lives of
people in the 18th and 19th centuries. Specifically,
students will look at the ways in which the movement
of people was affected. The three topics of slaves,
convicts, and migrants will provide the context of this
area of study.

Imperial rivalry, originating partly from the Industrial
Revolution, culminated in World War I, and students
study a range of aspects of that conflict. They
investigate the causes of the war and the reasons for
Australia’s involvement; the places where Australians
fought, including Gallipoli and the Western Front; the
impact of the war on Australia; and the way the war is
commemorated in the modern era.

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Core subjects

Languages Other Than

Why study a language?                                     •   Learning a language other than English enhances
The broadest aim of language learning is to develop a         your knowledge of English grammar
love and appreciation for the importance of language
and cultural studies. This is critical in a culturally    Aims
diverse nation like Australia. It is also a great asset   The primary aim of language learning in year 9 is
for a generation of young people who will almost          to provide students with opportunities to further
certainly travel or work abroad throughout their          develop their listening, speaking, reading and
lives. Language studies promote increased interest in,    writing skills. We aim to provide all students with a
understanding of and respect for people from diverse      challenging curriculum, which will give them a sense
backgrounds. Students’ horizons are broadened             of achievement upon completion of year 9 as well as a
through their introduction to a wider environment and     solid foundation for continued language studies. This
an understanding of different language communities.       will keep their options open for VCE or IBDP studies.
When travelling they can interact with local people
in a meaningful way. Their understanding of other         Some of the specific aims in terms of language learning
communities is enhanced by their cultural and             include developing:
linguistic knowledge.                                     • an understanding of different text types for
                                                              different purposes and audiences
Practical considerations for studying a                   • a variety of writing styles for different purposes
language                                                      and audiences
Students may also consider the following:                 • a thorough understanding of the grammatical
• The International Baccalaureate Diploma                     underpinnings of the language
   Programme requires students to study a foreign         • communication skills specific to each language
   language                                               • information and computer technology skills to
• In recognition of the challenges inherent in                assist in language acquisition and communication
   language learning, students who study a language       • study techniques for language tests and
   at year 12 receive a bonus in their Australian             examinations
   Tertiary Admission Rank (ATAR)                         • independent learning strategies, such as wider
• Employers respect the perseverance required to              reading, dictionary use and editing skills
   study a language
• An ability to speak a foreign language can be a great
   advantage in a range of employment situations and
   is a requirement for certain jobs

14 | St Leonard’s College Year 9 Course Guide 2019
Content                                                     •   Students will work in groups to practise speaking
Reading, writing, speaking and listening skills are             and writing skills and to further cooperative
developed by an examination of language in context.             learning
Some of the communicative situations in which               • Students will use computers to practise language
students will develop their knowledge and application           skills through games and in the preparation of
of grammar are listed below:                                    written work
                                                            • Students will perform role plays and individual
French: Talking about family life and yourself, getting         presentations to foster confidence in speaking
about town and Paris, talking about future events,          • Students will be encouraged to further their
projects, holiday plans and part-time work, describing          language skills independently, finding opportunities
and recounting past events and actions, talking about           to use the language such as watching TV programs,
a range of leisure and social activities, discovering           reading magazines, and conversing with speakers of
life in France and francophone communities, healthy             the language
                                                            Prerequisites and assessment
Chinese: Holidays, talking about the weather,               To undertake studies in a particular language at year 9,
different countries and languages, modes of transport,      students will require a background in that language at
describing people, daily routines, directions and places,   years 7 and 8. Students will be expected to complete
discussing weekend plans, employment, living in             all work requirements including assignments, the
China, shopping, travel in China, understanding tourist     workbook and homework exercises. There will be
information, buying souvenirs, Chinese festivals.           regular tests to monitor student progress. There will
                                                            be an examination at the end of semester 1 and a final
Spanish: Friendships and family relationships, talking      assessment task at the end of semester 2.
about past experiences, writing short stories, travel to
Spanish speaking countries, healthy lifestyles, youth
matters, and the world of advertisement, part-time
work, leisure, feelings, and express ideas in the future
tense. Students will continue learning grammar and
different text types.

Learning and teaching methods
• Students will view videos to learn about the culture
   of each language and to practise the language
• Songs and poetry will be used to provide enjoyment
   and to reinforce the language
• Students will learn to use the language in creative
   ways by preparing scenarios, surveys, descriptions,
   brochures or posters

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Core subjects


Aims                                                    • The Extension group covers the same topics as the
Mathematics provides students with access to               year 9 Mainstream group, but in greater depth.
important mathematical ideas, knowledge and skills.     • The Accelerated group covers content from the
The curriculum also provides students with the basis       Level 9, 10 and 10A curriculum and provides an
on which further study and research in mathematics         opportunity for students to proceed to VCE
and applications in many other fields are built.        • Mathematical Methods Units 1 and 2 in year 10.

The aims of mathematics education are to ensure         Students will be allocated to a group as determined by
students:                                               the Mathematics Faculty, based on learning behaviours
• can apply knowledge and skills by learning and        and performance in year 8 Mathematics.
   practising mathematical algorithms, routines
   and techniques and use them to find solutions to     Content
   standard problems                                    The content for year 9 mathematics is formed by topics
• are confident, creative users of mathematics, able    from the strands number and algebra, measurement
   to investigate, represent and interpret situations   and geometry, and statistics and probability. Students
• develop an increasingly sophisticated                 will be informed of the specific topic areas at the start
   understanding of mathematical concepts and           of the academic year.
   fluency with processes, and the ability to reason,
   pose and solve problems                              Learning and teaching methods
• use technology effectively and appropriately to       In mathematics, students expand and organise their
   produce results that support learning mathematics    thinking in more formal ways by becoming involved
   and its application in different contexts            in processes such as critical and creative thinking and
                                                        problem solving in addition to formal, explicit teaching
Structure                                               of skills. The ability to explain their reasoning and the
In year 9 there are four maths groups that take into    correct use of a formal academic language takes on
account the different experiences, abilities and        more importance in year 9.
learning needs of students:
• The Mainstream group study the standard year 9        Assessment
   mathematics course.                                  Formal assessment is based on students’ achievements
• The Foundation group caters for students requiring    on graded assessment tasks that could include
   additional support. This group studies a modified    topic tests, problem solving tasks and the semester
   version of the year 9 mainstream course.             examination.

16 | St Leonard’s College Year 9 Course Guide 2019
Core subjects


Science and its applications are part of everyday life.     them. The topics listed below are used as a means to
Science education develops students’ abilities to ask       introduce and develop the skills and interests needed
questions and find answers about the natural and            to be successful in further scientific studies. Important
physical world. It provides students with insights into     basic concepts are introduced and used to challenge
the way science is applied and how scientists work          the critical and creative thinking skills of students.
in the community, and helps them to make informed
decisions about scientific issues, careers and further      Areas of study include:
study.                                                      • Body systems
                                                            • Scientific method
The Science curriculum at St Leonard’s College helps        • Ecology
and encourages students to:                                 • Waves
• develop knowledge and skills central to biological,       • Electricity
   chemical, earth and physical sciences                    • Chemical reactions
• apply knowledge of science and understanding of
   some key scientific theories, principles and ideas       Learning and teaching methods
   to explain and predict events in the natural and         The variety of classroom teaching activities include:
   physical world                                           • research and practical tasks
• develop and use the skills of scientific investigation,   • group and individual assignments
   reasoning and analysis to generate or refine             • computer simulations and data-logging
   knowledge, find solutions and ask questions              • role plays, drama and creative compositions
• develop scientific attitudes such as flexibility,         • guest speakers and excursions
   curiosity, respect for evidence, and critical            • comprehension, discussion, interpretation and
   reflection                                                  analysis of data, articles and other information
• communicate scientific understanding in                   • self and class tests and examinations
   appropriate scientific language to a range of
   audiences                                                Assessment
                                                            A range of tests, semester examinations, experiments,
Content                                                     investigations, PowerPoint presentations and projects
The year 9 Science course has been designed according       are used to assess the skills of collecting and using
to the philosophy that it is the responsibility of every    information through observation, measurement,
individual to have an awareness and understanding           experimenting, interpreting and problem solving.
of the scientific developments happening around

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Core subjects


The Association of Coeducational Schools (ACS) is         • Students having a sense of identity and belonging
a school sports association founded in December              to a team, and representing the College with pride
1997 to provide students with opportunities to learn
traditional and new sports. St Leonard’s College is       The sports provided throughout the Middle School
a founding member of the ACS and participation is         program are listed below:
compulsory for students in years 7 to 11.
(optional co-curricular Year 12)                                              Girls               Boys
                                                           Summer             Soccer              Basketball
Year 9 ACS Sport is played each Thursday afternoon.                           Softball            Cricket
                                                                              Tennis              Hockey
There are two seasons of sport – summer and winter
                                                                              Volleyball          Softball
– each with 11 rounds plus a Grand Final. Students are                                            Table Tennis
required to play or train each Thursday and participate    Winter             Basketball          Football
in the Sport Skills training program, which runs once a                       Hockey              Soccer
fortnight during school time.                                                 Netball             Tennis
                                                                              Table Tennis        Volleyball

Match times
                                                          Students also have the opportunity to be selected to
Games start at 2.30pm (with the exception of cricket
                                                          represent St Leonard’s College in the ACS Swimming,
which starts at 2.00pm) and continue until completed.
                                                          Athletics and Cross Country Carnivals.
All sports should finish by 4.00pm and 4.30pm for
cricket. Students return at approximately 4.30pm on
home fixtures and 5.15pm on away fixtures (with the
                                                          Sports Skills
                                                          Sport Skills is directly related to ACS sport, and
exception of cricket). On training days, students will
                                                          students learn skills and tactics that will enable them
return to school by 3.35pm.
                                                          to perform more effectively and confidently in their
                                                          chosen sport. Additionally, the program incorporates
Some of the main aims and learning outcomes of the
                                                          community sport electives and House sport
ACS program include:
                                                          tournaments. Throughout these different learning
• Further development and application of the
                                                          options, students will have a variety of coaches
   knowledge, skills, attitudes and values gained
                                                          and teachers with sports-specific expertise. This
   through physical education
                                                          component is not-assessed, with the focus being on
• Encouraging all students to maximise their
                                                          enjoyment and involvement.
   potential, and to use their knowledge and skills
   in an appropriate sporting and educational

18 | St Leonard’s College Year 9 Course Guide 2019
Elective subjects

American History – Rise of a

How did the United States of America become the            • How did the role of government change during the
most powerful country in the world by the middle of           Great Depression?
the twentieth century?                                     • What was the impact of individuals during the Civil
                                                              Rights Movement?
This elective introduces students to the foundation
years of the United States, and explores the               Assessment
development of the nation through key events and           Assessment will involve class participation and home
ideas.                                                     learning, class tests, inquiry projects, and the semester
Students investigate the movement for independence
and how the 13 colonies managed to defeat Britain;         Students who choose this elective will:
the growth and functioning of slavery in the Southern      • Develop knowledge and understanding of
states, and the role of the Civil War in the development      significant events in American history from the
of the nation.                                                discovery of America to the Civil Rights Movement
                                                           • Use a range of primary, secondary, oral and visual
The course examines the growth of major cities                sources
such as New York and Chicago and the impact of             • Use evidence to formulate historical questions and
industrialisation and immigration; then the role of           hypotheses
government during the Great Depression and the             • Analyse and critically evaluate historical
significance of individuals during the Civil Rights           perspectives
Movement, thereby building on and expanding the            • Identify the problems of using historical
concepts, skills and knowledge gained in the core             representations
History course.                                            • Explore key concepts, such as continuity and
                                                              change; cause and effect; time, place and space.
Key questions for investigation and discussion include:
• Was The American War of Independence
• How was industrialisation crucial to the emergence
   of the United States as a world power?
• In what ways was the Civil War a war for freedom?

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Elective subjects

Animation and Photography

Let’s Get Animated!                                         Assessment
This program introduces students to the animation           Assessment is based on the development and
production process, from conception to post-                production a folio of digital works including:
production. It provides an opportunity for students         • 2D animation - creating animations and the
to learn a range of specialised digital skills such as 2D      production process
animation techniques, basic 3D digital forms, photo         • Studio and outdoor photography - photography
manipulation, sound, special effects, understanding            folio illustrating a range of genres
file formats, and file management. Course work will         • Examination – 90 minutes
be enhanced by first-hand experience of professional
practices within the industry through an excursion to
the Australian Centre for the Moving Image and an
animation workshop.

Snap To It!
This course is designed to provide students with
photographic skills that allow them to take creative
control, get the most out of DSLR cameras, and
explore contemporary photographic production
processes. Students will have the opportunity to
expand their knowledge of photographic techniques
and develop ideas to foster creativity with the camera.
The program covers both studio-based and outdoor
photography, and looks at a variety of photographic
genres. In addition, students will learn to use digital
imaging software such as Photoshop to manipulate
photographs and create visual effects. These specialist
software programs are relevant to current industry
practices, and students will present a portfolio based
on a range of themes developed through the semester.

20 | St Leonard’s College Year 9 Course Guide 2019
Elective subjects


The conceptual focus of this course explores the            Visual Diary
‘Expression of Art through Experience’. Taking              The visual diary is an essential part of the course and
inspiration from significant artists of the Impressionist   assessment. At the end of each unit of work, all stages
and Contemporary Street Art movements, and their            of research, conceptual development, design, and
own lifestyle and experiences, students will compose        production must be compiled and presented in this
and create original artworks in a variety of media. They    format for final assessment. Students will be provided
will be challenged through experimental and technical       feedback throughout each unit of work to guide them on
approaches to both traditional and contemporary art         the construction of this form of documented learning.
forms. This will help them to develop their individual
creative and expressive artmaking practices. Students       Reflection and Evaluation
will undertake three practical units of work during the     Students will present a detailed and descriptive
semester. Each unit consists of five key stages: explore,   analysis of all of their learning experiences and the
develop, refine and create, resolve, and present. It is     final artwork/s at the end of each unit. This will
expected that students will have up to 1.5 hours of         include acknowledgement and discussion of research,
homework each week, including tasks such as research,       experimentation and conceptual and aesthetic develop-
concept development, annotation, and visual literacy        ment during the preparatory stages. Students must
tasks that support their practical work.                    take photos of the stages of production of their work to
                                                            present with and support their observations. The final
Students will develop their visual literacy skills by       artwork will be reviewed as well, allowing students to
reviewing, analysing and comparing artworks of              identify and discuss successes, difficulties and potential
significant artists as well as their own. They will         avenues for further growth and artistic expression.
complete two formal written assessment tasks during
the semester to demonstrate their learning and
appreciation of art from the periods mentioned above.
                                                            Assessment criteria for each area of study will include
                                                            all aspects of the research, design and production
Year 9 Art is recommended for progression to year 10
                                                            of each artwork, in keeping with practices currently
Art, Media, and Visual Communication Design.
                                                            used in senior years. There will be two formal class
                                                            assessment tasks during the semester that focus on
Folio                                                       students’ visual literacy skills, responding to questions
Students develop a folio of major works which will          on the artists, styles and art forms studied.
include drawing, painting and mixed media (stenciling,
spray painting, collage and markers). Smaller               *There is no end of semester examination for this
experimental works will also be completed within each
area of study.

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Elective subjects


Two drama courses are offered at year 9:                    Practical tasks include: improvisation tasks, a group
Semester 1: Naturalism and Character                        performance from a chosen naturalistic script, a
Semester 2: Non-Naturalistic Storytelling                   scripted dialogue performance focusing on subtext,
                                                            class presentations of short, group-devised movement
The year 9 drama course aims to develop and extend          performances, and a self-devised monologue
the skills and knowledge covered at a basic level in year   performance.
8. Students are introduced to basic acting, movement
and performance techniques, with an emphasis                Non-Naturalistic Storytelling
on developing creativity, clarity and conviction in         (Semester 2)
presentations.                                              Topics include: storytelling, non-naturalism, ensemble
                                                            building, movement, manipulation of time and space,
These electives will appeal to students who enjoy           and a Big Experience performance.
working practically and creatively, are interested in
artistic concepts and human behaviour, have an              Practical tasks include: group devised storytelling
appreciation for aesthetics, and enjoy performance.         performance, non-naturalistic ensemble performance,
The style of learning in this subject is unique in that     a group devised performance in a chosen non-
it involves a large degree of physical activity, creative   naturalistic style, and a performance based on the Big
input and social interaction. Interpersonal skills are      Experience.
an important facet of this subject, and are as valuable
in real life as they are on the stage. Self-presentation,   In general, Drama will be studied in a variety of forms:
awareness, expression, discipline and empathy are also      character workshops, development of short dramatic
developed through the study of drama.                       scenes, the rehearsal and performance of scripts,
                                                            improvisation and acting exercises, as well as theatre
This elective may benefit students contemplating a          sports games. Students are required to keep a Drama
career that involves strong communication skills as         journal in which they will record information from
well as careers in the arts.                                class, evaluate performance work, and file scripts and
Naturalism and Character (Semester 1)
Topics include: improvisation, focus and the theatre,       Assessment is based on drama composition and
naturalism, character development, subtext,                 performance, the journal, performance reviews, a
monologues, elements of movement, and performance.          written examination, and a practical performance.

22 | St Leonard’s College Year 9 Course Guide 2019
Elective subjects

Food Science

Course Outline                                            preparation skills required for cooking a range of
Food Science investigates food from around the world      cuisines.
with a focus on Asia. It aims to promote healthy eating
by gradually shifting, where necessary, students’         Assessment
food preferences and choices in the direction of the      The following tasks will be used to assess student
principles of the Australian Guide to Healthy Eating.     work:
                                                          • Production – organisation, practical application,
Topics covered in this elective unit include:                time management
• Practical food skills and knowledge, including          • Research tasks
   food preparation, time management, safe use of         • Designing meals based on specifications
   equipment and appliances, and food hygiene             • Practical and theory examination
• International flavours and cuisines – traditional
   ingredients and food preparation methods from          Food Science can be chosen for one semester only.
   around the world                                       The study of Food Science at year 9 level provides an
• How immigration has impacted on food availability       excellent foundation for future studies in both Health
   in Australia                                           and Human Development and Food Studies.
• Quick and healthy snack foods
• Nutrition – food nutrients and exercise levels
   required for optimal health and development
• Making healthy food choices – food selection
   models and reading food labels

Students undertake a variety of practical tasks that
serve to reinforce the knowledge gained throughout
the course, whilst developing the practical food

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Elective subjects

Games Creation

Games Creation is an opportunity for students to           in each software application and the student’s ability
be creatively involved with analysing, designing and       to apply those skills in a problem-solving situation. This
coding their own computer games. The aim of the unit       will be determined from folio or class work, skills tests,
is for students to become accustomed to the coding         and the quality of the major projects.
environment and to take industry-relatable steps in
software development using games creation.                 Projects
                                                           • Python: Loop and Array based games
The course covers the following software types:            • Unity: 3D visual game
•   3D game (Unity)
• Scripting coding language (Python)                       Tests
                                                           • Python coding
The Problem Solving Methodology is the industry            • C# coding
standard and used in VCE studies, and its application      • Semester examination
is relevant to those who wish to take their Digital
Technologies studies further into year 10 and beyond.      Pathways
Course requirements will comprise teacher-directed         Games Creation provides a pathway to further
classes and a set of self-paced exercises designed         studies in areas such as computer science, software
to progressively develop skills and computerisation        development and digital graphics.
thinking. While all students will be expected to reach
a prescribed level of competency, the nature of the
course enables students to develop at their own pace
and provides scope for extension for more able and
diligent learners.

This course is suitable for students with little or no
exposure to the applications listed above.

Assessment will be based on the level of skills acquired

24 | St Leonard’s College Year 9 Course Guide 2019
Elective subjects


The Globalisation elective will explore the following     globalisation including its impact on the environment,
two topics:                                               human rights, and the potential exploitation of
1.   Democracy
2.   Globalisation                                        Assessment
                                                          Home learning exercises, class tests, assignments and
The subject provides an opportunity for those students    semester examination.
who are interested in international issues and current
affairs to deepen their understanding of how the global
political system operates.

Students will examine the key features of democracy
and investigate a range of international case studies
to consider how democracy has been challenged.
Students will also explore the Australian government’s
roles and responsibilities at a global level, the role
of the United Nations and Australia’s involvement in
overseas peacekeeping. Students will also participate
in a Mock UN Security Council, where they will be
allocated specific roles and be required to resolve an
international crisis.

Students will be able to define ‘globalisation’ and
explore its benefits for Australia. They will consider
the social, economic and political consequences of
globalisation. Students will investigate Australia’s
relationship with China and other Asian states and
also consider some of the negatives consequences of

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Elective subjects


The study of literature provides an opportunity for        This course will teach students how to think creatively
students to examine the ways in which a variety of         and analytically.
texts represent experience, and to consider them in
light of their own understanding and life experience.      Content
Texts are valued for their use of language to recreate     Texts form the basis of study. Some texts analysed
and interpret experience imaginatively. Students study     closely in previous years include:
challenging and layered texts drawn from a range of        • An extensive collection of poetry, including poems
genres such as poetry, drama, prose and film.                 by Sylvia Plath, ee cummings, Judith Wright
                                                              and William Blake, as well as contemporary
Aims                                                          performance poetry
• To develop an enjoyment of literature                    • Short stories dealing with a variety of themes from
• To encourage students to read widely and                    authors such as Nam Le, Margaret Atwood and
   independently                                              Ernest Hemingway
• To develop an understanding of the variety of            • The study of postmodernism and parody through
   human experience and a critical appreciation of our        film adaptations such as The Princess Bride
   culture and the cultures of others, past and present,   • The examination of humour through plays such as
   as it is represented in literature                         The Importance of Being Earnest by Oscar Wilde
• To extend students’ understanding of the different
   ways in which literary texts are constructed            Assessment
• To encourage students to read closely and critically     A variety of tasks will form the assessment. These
• To develop the skills and knowledge required to          may include creative responses, passage analysis
   respond creatively to literature                        and analytical essays. There will be the opportunity
                                                           to refine oral communication skills through class
The year 9 Literature classroom offers a supportive        discussions and oral presentations.
environment for the active exploration of the ideas
raised in a variety of texts. Students will learn to
share ideas through a range of activities, including
discussions, as well as analytical and creative writing,
including commentaries, short stories, script writing,
and poetry.

26 | St Leonard’s College Year 9 Course Guide 2019
Elective subjects

Music: Performance and

Aims                                                         class as appropriate to their individual level of skill.
Music Perform ance and Styles aims to develop skills in
performing, composing and musicianship. This subject         Music technology will be used where appropriate
will help to prepare students with the background            throughout the course.
concepts for the study of music in the senior school.
Students wishing to undertake this subject must be           Assessment
having private music lessons (singing or instrumental)       • Performance
either within or outside of the College, as performance      • Composition
skills are an integral part of the classes.                  • Musicianship
                                                             • End of semester examination
In this course students will develop their music             Please note that this subject will run in both semesters
performance skills, both individually and as part            when there are sufficient numbers. Students are able to
of an ensemble. There will be a focus on reading             elect Music Performance and Styles for both semesters
music notation, developing theory knowledge and              as the content will vary. While one semester will focus on
consolidating aural skills. Students will explore a range    Music Theatre, the other semester will focus on Music of
of music from different genres through listening and         other Culture(including African Drumming).
analysis. Students will also develop their composition
skills using different approaches, including music
technology. The analysis and composition will relate to
the various genres of music being studied, with a focus
either on Music of other Cultures (including African
Drumming) or Music Theatre.

Learning and Teaching methods
A range of practical tasks will be included in this course
to engage and inspire students in their study of music.
Students will be given time to perform, compose and
create while building their musicianship skills. There
will be the opportunity for group work, and students
will complete solo and/or group performances to the

                                                                                        | 27
Elective subjects

Music: Recording,
Composing and Performing

Aims                                                       Assessment
Music - Recording, Composing and Performing aims to        •   Workshops – Sibelius and Pro Tools
develop composition, performance, arranging and            • Projects - three negotiated musical products
music production skills. More broadly the subject aims     • Test – Pro Tools skills test
to develop students’ creative thinking, problem solving
and technology skills.

The course includes a number of short skill-building
workshops and the development of three negotiated
musical products. The skill-building workshops focus
on developing music technology and composition skills.
The negotiated musical products can take many forms
including a composition, an arrangement of a piece of
music or a recorded performance.

Learning and teaching
The skill building workshops are placed early in the
Semester and explore Sibelius and Pro Tools through
teacher –lead instruction and hands-on learning.
Throughout the subject students consolidate and
further their music technology skills, using the Project
Based Learning model, by planning and creating three
negotiated musical products.

This elective will help provide students with the
background for the study of music at the IBDP and
VCE level. Completion of the year 8 Music - Recording
Studio elective subject would be of benefit, but is not

28 | St Leonard’s College Year 9 Course Guide 2019
Elective subjects

STEM: Design, Build and
Program a Robot

This course integrates science, technology, engineering   Creative students with an interest in design,
and mathematics to create practical solutions to          construction and programming will enjoy this course.
real-world problems. Students will combine new            Many new occupations and career paths require STEM
technologies such as 3D printing, electronics and         skills. Accordingly, this course offers students excellent
programming to build a working robot that addresses a     preparation for life beyond secondary and tertiary
current challenge in the world.                           study.

The course seeks to develop skills in research, design,   Creative students with an interest in design,
engineering, technology and hands-on construction.        construction and programming will enjoy this course.
                                                          Many new occupations and career paths require STEM
Students will address topics and challenges in the        skills. Accordingly, this course offers students excellent
following areas:                                          preparation for life beyond secondary and tertiary
• Plan and design:                                        education.
       –– What is it?
       –– What must it be able to do?
       –– Which design features will it incorporate?
• Modeling and refinement:
       –– Making a prototype
       –– Testing the prototype and making changes
       –– Refining ideas and constructing a fully-
          functional final product

• Engineering report: background research,
   specifying requirements, design process, testing
   and evaluation
• Final model - how well the product works to solve
   the problem
• End-of-semester examination

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